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What are the concrete goals of human rights education and what obstacles may restrain the development of successful educational projects? What do we actually teach and how advanced are our educational programs in general, and academic education in particular? Is there a concrete consensus on the interdependencies between different types of human rights, their hierarchy, and the standards of their protection? Is an optimistic attitude regarding the universalistic doctrine of human rights fully rooted in facts? How may we communicate to our students the concept of universally recognized, irremovable, and interdependent rights while acknowledging the many ethical, religious and cultural approaches to the recognition of these rights? The main goal of this article is to identify these problems, and yet, as the scope does not allow for an exhaustive analysis, several related issues noted here require more detailed consideration. It also has to be noted that, although the paper examines the relationship between rights and education in the era of globalization, it focuses on the American and European concepts of “universalism”.



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